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The text outlines key environment elements, stable teacher–student relationships, open parent communication, and classroom practices that support collaboration and feeling-focused learning, including emotion regulation and hands-on 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social Michelle DeMeulenaere and emotional development.  \nSocial/emotional learning (SEL) focuses on helping children gain knowledge about feelings and getting along with others (Marion, 2011) . SEL is the process in which children are able to acknowledge and recognize the emotions of others, develop empathy, make good decisions, establish friendships, and handle challenges and situations effectively. Children with social and emotional challenges may exhibit difficulty connecting with teachers and classmates, develop internalizing behavior problems, or use of physical aggression to convey their needs (Campos, Mumme, & Saarni, 1998) . Early childhood teachers have a strong impact on guiding children’s social and emotional development by creating a safe and supportive environment, focusing on the child’s feelings, helping children develop language, and discussing the topics of how children develop SEL.  \nCreating a Safe and Supportive Early Childhood Environment  \nPreschool children flourish in a positive, trusting building environment (Day & Kunz, 2009) . A positive, trusting environment includes:  \n• a daily schedule  \n• an orderly classroom arrangement  \n• respect between both teacher and students, and  \n• clear open communication between the student, parent, and teacher.  \nIt is a safe place where children are protected from the elements and easily supervised, and it’s where important activities of the day take place such as eating, sleeping, washing hands, and going to the bathroom. It is an environment for young children to learn and explore through developmentally appropriate hands-on activities.  \n8  Vol 43, No 1, 2015  \nA suitable daily schedule for an early childhood classroom should include a balance between active and quiet activities, as well as a balance between teacher initiated and child-initiated activities. There should be expanded periods ofthe day for interacting with their peers. It is through this balance of scheduled activities that a child will begin to correlate the concept of continuity, time, and clear expectations of the teacher.  \nInclude a balance of active and quiet activities in the daily schedule.  \nThe physical aspect of an early childhood classroom allows for active learning where children interact with eachother and make choices. Classrooms for young children are clean, in good repair, and provide child-size equipment for comfort and safety. Adequate lighting and/or natural lighting are important components as well. Early childhood classrooms ideally are arranged with clear paths, labeled centers, a management system, and areas for both quiet and active play. Such classrooms allow children to move freely throughout the space without interrupting another child’s play.  \nThe stability and security of the teacher student relationship directly influences social and emotional learning. Effective teachers encourage children to participate in classroom activities, listen to what children say and expand upon their language, building vocabulary and knowledge. Since children think concretely rather than in abstract terms, they understand and learn when  \nDimensions of Early Childhood  \nPromoting Social and Emotional Learning in Preschool  \n|  |  |  |\n| --- | --- | --- |\n| Activities that require collaboration help support social/emotional learning. |  |  |\n\nPhoto courtesy ofFannie Battle Day Home for Children, Inc., Nashville, TN  \nthey take part in hands-on learning experiences and can actively participate in the lessons (Copple & Bredekamp, 2009) . Teachers who provide stability and security plan activities that have a purpose and challenge the children. Teachers also encourage children to respect eachother and their surroundings.  \nStudent-teacher relationships foster a sense of well being in children, anda belief that they are safe and worthy (Hyson, 2004) . Daily positive and carin","cbCaipmrIjPwhRKt","https://ap.wps.com/l/cbCaipmrIjPwhRKt","pdf",241514,"English","# Promoting Social and Emotional Learning in Preschool\n## Creating a Safe and Supportive Early Childhood Environment\n## Dimensions of Early Childhood\n## Focus on Feelings\n## The Development of Social and Emotional Learning","[{\"question\":\"What is the purpose of social and emotional learning (SEL) in preschool?\",\"answer\":\"SEL helps children acknowledge and recognize emotions in themselves and others, develop empathy, make good decisions, establish friendships, and handle challenges effectively.\"},{\"question\":\"How can teachers create a safe and supportive early childhood environment?\",\"answer\":\"Teachers can support SEL by providing a safe, supervised classroom with clear schedules and communication, respectful teacher–student relationships, and developmentally appropriate hands-on activities.\"},{\"question\":\"Why are teacher–student relationships and parent communication important for SEL?\",\"answer\":\"Stable relationships build children’s sense of well-being and safety, while open daily communication with parents provides consistency and support during transitions from home to school.\"}]","Promoting Social and Emotional Learning in Preschool | PDF",1792091083]